Quackers Out of School Club

Quackers Out of School Club

Unique reference number (URN): 2863010 Address: St. Johns C Of E Combined School, Main Road, Lacey Green, Princes Risborough, HP27 0PL Type: Childcare on non-domestic premises Registered with Ofsted: 06/10/2025 Registers: EYR, CCR, VCR Registered person: Quackers Day Nursery Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff encourage attendance to support children to build and establish routines and nurture positive relationships with their peers and the adults caring for them. They have effective procedures in place to monitor attendance and ensure that children are happy, safe and healthy.

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Behaviour, attitudes and establishing routines Expected standard

The after-school club has established routines that generally support children's positive behaviour and attitudes during their time at the club. However, some small inconsistencies in expectations during times of transition mean that some children become disengaged, and this impacts on their attitudes and behaviour for short periods.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well. Staff are aware of the dynamics of different friendship groups and provide the support and encouragement children need to maintain respectful and trusting relationships with their friends and staff.

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Behaviour, attitudes and establishing routines Expected standard

Staff are good role models. They show a great deal of care and kindness to the children and actively engage in discussion to help children develop a sense of belonging and security. They help children to work together and to share and take turns in their chosen activity. As a result, children are polite and courteous to all children. Staff praise and encourage positive behaviour, and children use visual cues to identify how well they have followed the club rules and expectations.

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Children's welfare and wellbeing Expected standard

Staff build caring and nurturing relationships with children. They know them well and share children's needs, likes and interests effectively to support children to feel settled and safe at the club. Children enjoy spending time with the adult who cares for them, sharing their thoughts, feelings and ideas about what they plan to do today.

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Children's welfare and wellbeing Expected standard

Staff provide praise and encouragement as children engage in their chosen play. Children show pride in their achievements. For example, children are beginning to learn to knit and enjoy sitting together and talking about their progress and how happy they are with what they have done so far. Staff recognise this and celebrate their achievements with them.

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Children's welfare and wellbeing Expected standard

Children develop their independence and decision-making skills as they explore the variety of activities and resources planned for them. Additionally, children actively make choices during snack time. Staff ensure that children's dietary requirements are managed well and the children helping with preparing and serving snack also learn about the food they serve for their friends.

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Children's welfare and wellbeing Expected standard

The children's key person knows them well. They build trusting and positive relationships that support them to feel safe and settled. Staff observe and assess the provision planned for children to identify any areas for improvement. This informs them of the varying needs of the children. Staff generally adapt and change their approach or the activities available to help children engage and focus on their chosen activities. However, there are some small inconsistencies, which means, at times, that some children disengage from activities and lose focus in their play.

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Inclusion Expected standard

Leaders and staff work in partnership with parents and the school to gather information that helps them to plan the environment to support children to feel safe, secure and able to access the range of activities available to them. This helps in meeting the needs of all children, including those with special educational needs and/or disabilities or who face other barriers to their wellbeing. For example, leaders ensure that any support children receive in school is available to children at the after-school club, where appropriate.

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Inclusion Expected standard

Overall, staff have a good understanding of the varying needs of the children attending and use the information gathered effectively. However, staff would benefit from further training for specific needs to help them plan the provision and environment more precisely to meet the varying ages and stages of the children who attend.

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Leadership and governance Expected standard

Leaders have a good oversight of the setting's strengths and areas for improvement. They understand the context of the setting and how to plan suitable, engaging activities and resources in partnership with staff and children.

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Leadership and governance Expected standard

Staff report that they feel valued and supported in their role and they have the necessary help and training they need to fulfil their roles and responsibilities. They share their ideas for improvements and are reflective and evaluative in their practice. They recognise training needs, and these are supported by leaders for staff to have access to continuous professional development opportunities.

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Leadership and governance Expected standard

Leaders nurture effective relationships with parents, other agencies, staff, children and the school to ensure they provide a cohesive and collaborative approach that supports consistency for the individual needs and interests of children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy and confident as they arrive at the setting. Staff welcome children and invite them to make choices regarding what they would like to do. Children build confidence and independence as they make choices in the activities and games they wish to engage in. Children are quick to settle and engage in play, and they show care and kindness towards their friends. Children particularly enjoy building friendships with all of the children attending the club and sharing their thoughts and feelings about their school day.

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What it's like to be a child at this setting

Staff seek to gain the views of children and engage in discussion about what they like or dislike about attending the after-school club. Children are encouraged to communicate and express their thoughts and feelings. This supports their overall personal, social and emotional development. Children grow in confidence and explore the wide range of activities available to them. They have many opportunities to be physically active and enjoy outdoor games, such as hula hooping or football.

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What it's like to be a child at this setting

Older children show care and consideration for younger children. They encourage and help others to find chosen activities and resources and celebrate their achievements, building a sense of belonging and pride.

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What it's like to be a child at this setting

Staff set rules and expectations that generally support children's behaviour and wellbeing. Children like to have some responsibility when preparing and serving snacks, ensuring they

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Address:

St. Johns C Of E Combined School Main Road, Lacey Green Princes Risborough HP27 0PL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Quackers Day Nursery Limited

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Address:

Register(s): EYR, CCR, VCR maintain hygiene practices, and they remind each other about the importance of handwashing.

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Next steps

Leaders should further develop staff knowledge and skills of how to plan the provision and environment more precisely so that it meets the needs of all children attending. Leaders should further embed and strengthen routines to minimise disruption during transition times to support children to maintain consistent, positive attitudes and behaviours.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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